Abstract:
Recent educational reform efforts have focused on creating effective school
environment as a means of improving students’ achievement. Against this backdrop,
there have been a surge in concerns that claim that success of educational reforms
cannot be guaranteed without paying attention to school leadership. The main objective
of the study was to examine the effects of head teachers’ leadership practices on school
culture using Senior High Schools in the Kwahu-West municipality in the Eastern
Region of Ghana. Primary data were collected from 207 respondents, comprising
school Heads, Teachers and non-teaching staff in five SHSs in the Kwahu-West
municipality. The results of the analysis revealed that the key School cultures were the
involvement of parents in school management and development of effective
coordination among staff, parents and students. Further analysis show that leadership
practices positively correlated with school culture. The results further show that the
effects of leadership practices on school culture was statistical significant at 5%. The
study recommends that leadership of schools should be sensitive to the concerns of
subordinates as this will result in positive school culture conducive for teaching and
learning.
Description:
A Project Report in the Department of Educational Leadership, Faculty of
Education and Communication Sciences, submitted to the School of Graduate
Studies, University of Education, Winneba, in partial fulfilment of the
requirements for award of the Master of Arts (Educational Leadership) degree
DECEMBER, 2018